A/HRC/12/36 page 7 19. The Government of Slovenia emphasized the following target sectors for the second phase: third triad of primary school (12-15 years), secondary school (15-19 years), and education of expert workers in the field of education and training. As regards thematic areas, Slovenia proposed an emphasis on: global problems of humankind such as freedom of expression, right to information, and right to work, fair pay and rest; a decent standard of living; cooperation in developing culture and science; equality, right to protection, freedom of movement, housing, and citizenship; emphasis on the quality of relations among people and development of social competences, which lead to non-violence, tolerance, cooperation and respect. 20. The Government of Switzerland proposed the following sectors: use of science, technology and other scientific activities that respect human dignity and human rights, e.g. bioethics, including the right to access knowledge and the benefits of science and of research in the context of sustainable development (see the United Nations Decade of Education for Sustainable Development); and training for the media and journalists. 21. In recognizing the pertinence of human rights education in primary and secondary schools, the Government of Togo recommended extending human rights education to other levels of formal education such as universities and professional schools. In order for the education in these sectors to be effective, it is important to emphasize training educators from these institutions in human rights education. This should also include training the media as they have a significant influence on the values and behaviours of youth. In addition to formal education of students, citizens in general should be educated in human rights issues. Support should be envisaged for civil society organizations whose goal is to contribute to civic education of the general population. Although human rights education should be based on the holistic dimension of human rights, the specificities of each level of education should be taken into account. The second phase could last for four years. 22. The Government of Turkey considered that the second phase should target in particular experts and officials mandated with preparing and monitoring school textbooks. The issues of non-discrimination and equality for all should be the main themes to reflect the challenges in combating discrimination globally and to emphasize tolerance. This would also be useful in combating discrimination and violence in schools. Turkey proposed that the second phase cover the period 2010-2014. 23. The Government of Ukraine considered it important to build respect for human rights within legal education, and therefore one of the themes of the second phase could be “a rights culture”. Human rights education should cover the whole society. Ukraine referred to its positive experience in educating citizens to respect the law and human rights through the annual nationwide Week of Law and proposed its use in the realization of the second phase. National governmental and non-governmental organizations as well as intergovernmental and international human rights institutions would report on their activities in the framework of the World Programme. The second phase should last five years. 24. The Government of the United Kingdom of Great Britain and Northern Ireland underscored the importance of continuing efforts to promote human rights in primary and secondary schools, noting the general consensus that there is still much to do in ensuring that sufficient progress has been made during the first phase of the Programme. The focus should